Developing intersubjectivity and teamwork skills through learning circles on clinical placement: A mixed methods study
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Author(s)
van de Mortel, Thea
Billett, Stephen
Armit, Lyn
Frommolt, Valda
Mitchell, Creina
Mitchell, Marion
Shaw, Julie
Grealish, Laurie
Griffith University Author(s)
Year published
2021
Metadata
Show full item recordAbstract
Aim:
To determine the efficacy of learning circles on developing intersubjectivity and teamwork skills and determine barriers to and facilitators of, learning circles as a learning tool.
Background:
Teamwork skills are vital for safe, effective nursing care and are dependent on individual team members’ shared understandings or intersubjectivity. Work-based learning circles offer a potential pedagogic strategy to promote teamwork.
Methods:
In work-based learning circles conducted in 2018, students drew a concept map based on a clinical case and discussed an element of it with the group. Using a convergent parallel mixed ...
View more >Aim: To determine the efficacy of learning circles on developing intersubjectivity and teamwork skills and determine barriers to and facilitators of, learning circles as a learning tool. Background: Teamwork skills are vital for safe, effective nursing care and are dependent on individual team members’ shared understandings or intersubjectivity. Work-based learning circles offer a potential pedagogic strategy to promote teamwork. Methods: In work-based learning circles conducted in 2018, students drew a concept map based on a clinical case and discussed an element of it with the group. Using a convergent parallel mixed methods design, a cross-sectional survey of students using a student clinical experience questionnaire and a qualitative descriptive approach for interviews with clinical facilitators was conducted. Results: Overall, 128 Bachelor of Nursing students (88.9% response) completed the survey and five facilitators (50%) attended group interviews. Students agreed that core teamwork skills were developed during their placement and clinical facilitators reported (1) student engagement in the learning circle processes; (2) learning much about students’ abilities; and (3) developing subtle teaching skills to enhance discussion. Sharing experiences from different wards and clinical experiences was a platform for developing intersubjectivity. Conclusions: To promote intra-professional teamwork skills, conducting learning circles with students from different disciplines may further enhance intersubjectivity and is an area for further research.
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View more >Aim: To determine the efficacy of learning circles on developing intersubjectivity and teamwork skills and determine barriers to and facilitators of, learning circles as a learning tool. Background: Teamwork skills are vital for safe, effective nursing care and are dependent on individual team members’ shared understandings or intersubjectivity. Work-based learning circles offer a potential pedagogic strategy to promote teamwork. Methods: In work-based learning circles conducted in 2018, students drew a concept map based on a clinical case and discussed an element of it with the group. Using a convergent parallel mixed methods design, a cross-sectional survey of students using a student clinical experience questionnaire and a qualitative descriptive approach for interviews with clinical facilitators was conducted. Results: Overall, 128 Bachelor of Nursing students (88.9% response) completed the survey and five facilitators (50%) attended group interviews. Students agreed that core teamwork skills were developed during their placement and clinical facilitators reported (1) student engagement in the learning circle processes; (2) learning much about students’ abilities; and (3) developing subtle teaching skills to enhance discussion. Sharing experiences from different wards and clinical experiences was a platform for developing intersubjectivity. Conclusions: To promote intra-professional teamwork skills, conducting learning circles with students from different disciplines may further enhance intersubjectivity and is an area for further research.
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Journal Title
Nurse Education in Practice
Volume
56
Copyright Statement
© 2021 The Author(s). Published by Elsevier Ltd.This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 International (CC BY-NC-ND 4.0) License, which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited.
Subject
Nursing
Curriculum and pedagogy